“A way to think of the client holistically”: Factors influencing students’ ICF regard and uptake

Abstract

Adoption of the International Classification of Functioning, Disability and Health (ICF) may facilitate holistic delivery of health and social care and improve interprofessional practice, however there is limited uptake across the spectrum of health professions. Improved commitment will partially depend on student education, yet related educational research is scant. Method In order to inform teaching, learning and future research practices, this exploratory mixed methods investigation surveyed 101 student speech-language pathologists to describe how the ICF is regarded and used, and factors contributing to its acceptance. Results As with their professional colleagues, student uptake of the ICF was limited. Those who did use the ICF applied the framework and terminology alone, rather than its classification, coding or core set features, for client-centred rather than management tasks. Similarly, students appreciated the ICF for its ability to foster holistic practice, rather than its capacity to enhance workplace communication, a key factor in interprofessional practice. Statistical analysis of responses to scaled survey questions revealed those learning experiences valued by students, especially case studies, lectures, ICF application in university assignments and on placement. Survey responses were significantly influenced by two factors: number of student placements and whether or not students had only a paediatric placement. Thematic analysis of students' open responses revealed two principal and one secondary theme: "ICF framework as a way of thinking"; "experiential learning optimises application of the ICF"; and "rudimentary understanding restricts ICF uptake". Discussion Findings are discussed in relation to a proposed Transition from Theory to Practice model. Explicit integration of a biopsychosocial approach to practice across the curriculum should result in deeper understanding of the ICF,

Embedding the International Classification of Functioning, Disability and Health in Health Professions Curricula to Enable Interprofessional Education and Collaborative Practice

“…However, uptake of the ICF framework as an educational and clinical tool to inform health and social practice across the spectrum of health professions has been slow and patchy in health curricula globally. 6 - 15 …”

“…However, uptake of the ICF framework as an educational and clinical tool to inform health and social practice across the spectrum of health professions has been slow and patchy in health curricula globally. [6][7][8][9][10][11][12][13][14][15] Despite the limited evidence, there is increasing attention from educators in the application of the ICF as a learning framework to scaffold IPECP. 16 Stimulated by the international interest in IPECP, a number of jurisdictions (e.g.…”

The ICF in the pedagogical projects of Physiotherapy courses in Midwest Brazil

“…Another noteworthy point is that excerpts from NGCP were cited in the "Graduate profile is in line with NGCP" category, particularly article 3 [25], although these concepts do not necessarily translate into professional practice, as reported by Teixeira [44]. Given that functioning is the main indicator of rehabilitation [29], the critical, generalist and reflective graduate profile stipulated in NCGP [25] should include aspects related to functioning from the start of academic training [48] to ensure that students become agents of change [32,49], making it important for CPPs to recommend both teaching and using the ICF.…”

“…In this respect, the International Classification of Functioning, Disability and Health (ICF) classifies health and health-related domains [30], providing new insights on the field [31] and representing a milestone in physical therapy in that it recognizes disease as multifactorial, environmental and attitudinal [27,31], which enables interdisciplinary and multi-professional practices [32]. As opposed to following a rigid linear model, the ICF is a clinical and pedagogical tool for research, statistics and social policies [27,28,31,33], directly in line with the SUS and NCGP.…”